Gently used with minimal wear on the corners and cover. A few pages may contain light highlighting or writing, but the text remains fully legible. Dust jacket may be missing, and supplemental materials like CDs or codes may not be included. May be ex-library with library markings. Ships promptly!

Bestandsnummer des Verk�ufers DBV.1612505260.G

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Bibliografische Details

Titel

Leading Instructional Rounds in Education: A Facilitator� s Guide

Verlag

Harvard Education Press

Erscheinungsjahr

2013

Sprache

Englisch

ISBN-10

1612505260

ISBN-13

9781612505268

Einband

Softcover

Zustand

good

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Inhaltsangabe

In this practical guide, Thomas Fowler-Finn identifies the key ideas explored in each phase of instructional rounds and discusses how facilitators can skilfully guide a network of educators through the rounds process while gradually transferring agency to the network.

He shows how to scaffold participant learning and model effective teaching practices, and explores potential facilitator responses to issues that arise at each step. The book includes new and tested protocols to advance the work of all facilitators, whether novice or experienced.

Written by a leading instructional rounds consultant who worked closely with the Harvard team that pioneered instructional rounds, Leading Instructional Rounds in Education: A Facilitator’s Guide provides tools, suggestions, and reflections to ensure that facilitators―and the networks they lead―achieve maximum results.

�ber die Autorin bzw. den Autor

Thomas Fowler-Finn is the founder of Instructional Rounds Plus, working internationally as a facilitator of instructional rounds, instructional leadership practices and networks, and strategic planning. He is a former superintendent of the Cambridge, Massachusetts, and Fort Wayne, Indiana, public schools. Lee Teitel is a lecturer on education and director of the School Leadership Program at Harvard Graduate School of Education. He is a coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press).

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